There Is No Best Method—Why?

This paper examines the possible substance of a statement, often heard but rarely explained, in the discussion of language teaching, namely, that there is no best method. Three possible explanations of the statement are discussed, based on a broad interpretation of the term method : (a) that different methods are best for different teaching contexts; (b) that all methods are partially true or valid; and (c) that the notion of good and bad methods is itself misguided. The first two explanations are shown to be unhelpful; the third is discussed in some detail, with an exploration of the concept, teachers' sense of plausibility.